Stoffels, Gero
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Stoffels, Gero
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Publication Access status: Open Access , (Re-)Konstruktion von Erfahrungsbereichen bei Übergängen von empirisch-gegenständlichen zu formal-abstrakten Auffassungen(2020)Research in mathematics education on students’ transition from school to university is as multifaceted as the transition itself. Most common research focuses on two aspects. The first aspect is about an assumed lack of students’ knowledge and competencies when they start at university. The second aspect deals with the differences between school and university mathematics regarding their nature, culture and way of doing mathematics. My research can be associated best with the second research area. I reconstructed student’s difficulties and his reflections upon them as well as the benefits of his experiences regarding his transition, from the perspective of a change of belief systems (Auffassungen). The student shared the information during an intervention seminar addressing the transition. The perspective of reconstruction is based on the distinction between empirical-concrete and formal-abstract belief systems which were theoretically connected to the concept of subjective domains of experience (Bauersfeld, 1983). The adequacy of this distinction is shown in two historical case studies on von Mises’ (1931) “Wahrscheinlichkeitsrechnung und ihre Anwendung in der Statistik und theoretischen Physik” and Kolmogorov’s (1933) “Grundbegriffe der Wahrscheinlichkeitsrechnung” as well as a qualitative content analysis of school and higher educational textbooks. The conducted intensive case study research on one student showed, that the belief changes students experience during their transition are crucial for a successful transition from school to university. Their reflections upon belief changes within the development of mathematics can be supportive.Source Type:Doctoral Thesis13 11